Sample work English Studies Year 12: Billy Elliot related text emails
See sample email responses, outcomes and criteria for assessment. Samples are at different grade levels.
Task
In this empathy-based task, students write two emails of 600-800 words in length. They write an email to the protagonist of Billy Elliot explaining how they were inspired by his perseverance and encouraging him to pursue his dreams. Students also write an email to Kyle Sandilands, the subject of their related text, the television program Anh’s Brush with Fame, empathising with his experiences. In the emails, they refer to at least two examples from each text to support their ideas. They make a connection between the persistence in overcoming various challenges in each text and a similar experience in their own life.
Context
During the study of this module, students deepen their understanding of how texts represent individual and collective human experiences. They examine how texts such as Billy Elliot represent human qualities and emotions associated with, or arising from, these experiences. Students appreciate, explore, interpret, analyse and evaluate the ways language is used to shape these representations in a range of texts in a variety of forms, modes and media.
A student:
ES12-4 composes proficient texts in different forms
ES12-6 uses appropriate strategies to compose texts for different modes, media, audiences, contexts and purposes
ES12-7 represents own ideas in critical, interpretive and imaginative texts
ES12-9 identifies and explores ideas, values and points of view and attitudes expressed in texts, and explains the ways in which texts may influence, engage and persuade different audiences
Students will be assessed on their ability to:
- make empathetic connections between the experiences of Billy Elliot and their own lives
- use textual references to support the ideas expressed
- use language and format appropriate to audience, purpose and context.
Graded student work samples
Please note: Work samples are presented exactly as submitted by the student. To assist with grading, spelling and grammatical errors have not been corrected and formatting has not been changed.
Grade B
Drew
This response demonstrates sound skills in selecting appropriate text forms, vocabulary, style and tone for different purposes, audiences and contexts. Relevant examples from both texts have been used, along with examples from the student’s own experiences, to successfully empathise with Billy Elliot and Kyle Sandilands. Ideas associated with challenges and adversity have been addressed for each text, and an appropriate tone has been used. Language techniques have been correctly identified, and the way they enhance meaning in the texts has been considered. Ideas are succinct but clearly expressed, and there is sound discussion of techniques used in the texts, despite some lapses in punctuation and capitalisation. Email form has been appropriately used but the second email demonstrates a stronger understanding of the module and the question than the first email. This response demonstrates characteristics of work typically produced by a student performing at grade B standard at the end of the course.
Grade C
Ashton
This response demonstrates developing skills in selecting appropriate text forms, vocabulary, style and tone for different purposes, audiences and contexts. A genuine attempt has been made to empathise with the individuals from the different texts. Appropriate language and tone have been used to communicate ideas and show the connection of student to the individuals’ experiences. References to the texts have been made, but the structure of the email to Billy Elliot is weaker in terms of paragraphing and techniques than the email to Kyle Sandilands. This response demonstrates characteristics of work typically produced by a student performing at grade C standard at the end of the course.